Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of EDUCATION | ÖE1214935 | Spring Semester | 2+0 | 2 | 5 |
| Course Program | Perşembe 11:00-11:45 Perşembe 12:00-12:45 Cuma 11:00-11:45 Cuma 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect. Kerem ÇETİNKAYA |
| Assistant(s) | |
| Aim | The purpose of an educational psychology course at the academic level is to provide students with a deep understanding of the psychological principles and theories that underlie the processes of teaching and learning. This field of study explores how individuals acquire knowledge, develop cognitive and emotional skills, and interact in educational settings. The course aims to bridge the gap between psychology and education, helping future educators, administrators, and policymakers apply psychological insights to improve the learning experience. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development ,Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development ,Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development ,The behavioral approach to learning, Classical Conditioning, Operant Conditioning,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term MemoryCognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory,Implications of the Information Processing Model, Applications of Cognitive Approach to Learning ,Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey ,Behavioral Approach to Motivation Cognitive Approaches to Motivation ,Social Learning Approach to Motivation Humanistic Approach to Motivation ,Classroom Structure and Motivation Teacher Behaviors and Motivation of Students ,Language Acquisition Behaviorist Theories Social Cognitive Theories ,Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition ,Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explores and analyze various learning theories, such as behaviorism, cognitivism, constructivism, and socio-cultural perspectives. | ||
| Grasps how these theories influence instructional practices and educational environments. | ||
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | ||
| Investigates factors that influence student motivation and engagement in the learning process. | 10, 16, 9 | A, E |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | ||
| Examines strategies for creating a positive and productive learning environment. | 16, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | Lecture Notes |
| 2 | Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development | Lecture Notes |
| 3 | Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development | Lecture Notes |
| 4 | The behavioral approach to learning, Classical Conditioning, Operant Conditioning | Lecture Notes |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | Lecture Notes |
| 6 | Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term MemoryCognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory | Lecture Notes |
| 7 | Implications of the Information Processing Model, Applications of Cognitive Approach to Learning | Lecture Notes |
| 8 | Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey | Lecture Notes |
| 9 | Behavioral Approach to Motivation Cognitive Approaches to Motivation | Lecture Notes |
| 10 | Social Learning Approach to Motivation Humanistic Approach to Motivation | Lecture Notes |
| 11 | Classroom Structure and Motivation Teacher Behaviors and Motivation of Students | Lecture Notes |
| 12 | Language Acquisition Behaviorist Theories Social Cognitive Theories | Lecture Notes |
| 13 | Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition | Lecture Notes |
| 14 | Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities | Lecture Notes |
| Resources |
| Development and Learning METU publications. Educational Psychology, Roxana Moreno, John Wiley & Sons, Inc. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | ||||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of EDUCATION | ÖE1214935 | Spring Semester | 2+0 | 2 | 5 |
| Course Program | Perşembe 11:00-11:45 Perşembe 12:00-12:45 Cuma 11:00-11:45 Cuma 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect. Kerem ÇETİNKAYA |
| Assistant(s) | |
| Aim | The purpose of an educational psychology course at the academic level is to provide students with a deep understanding of the psychological principles and theories that underlie the processes of teaching and learning. This field of study explores how individuals acquire knowledge, develop cognitive and emotional skills, and interact in educational settings. The course aims to bridge the gap between psychology and education, helping future educators, administrators, and policymakers apply psychological insights to improve the learning experience. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development ,Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development ,Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development ,The behavioral approach to learning, Classical Conditioning, Operant Conditioning,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term MemoryCognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory,Implications of the Information Processing Model, Applications of Cognitive Approach to Learning ,Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey ,Behavioral Approach to Motivation Cognitive Approaches to Motivation ,Social Learning Approach to Motivation Humanistic Approach to Motivation ,Classroom Structure and Motivation Teacher Behaviors and Motivation of Students ,Language Acquisition Behaviorist Theories Social Cognitive Theories ,Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition ,Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explores and analyze various learning theories, such as behaviorism, cognitivism, constructivism, and socio-cultural perspectives. | ||
| Grasps how these theories influence instructional practices and educational environments. | ||
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | ||
| Investigates factors that influence student motivation and engagement in the learning process. | 10, 16, 9 | A, E |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | ||
| Examines strategies for creating a positive and productive learning environment. | 16, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | Lecture Notes |
| 2 | Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development | Lecture Notes |
| 3 | Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development | Lecture Notes |
| 4 | The behavioral approach to learning, Classical Conditioning, Operant Conditioning | Lecture Notes |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | Lecture Notes |
| 6 | Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term MemoryCognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory | Lecture Notes |
| 7 | Implications of the Information Processing Model, Applications of Cognitive Approach to Learning | Lecture Notes |
| 8 | Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey | Lecture Notes |
| 9 | Behavioral Approach to Motivation Cognitive Approaches to Motivation | Lecture Notes |
| 10 | Social Learning Approach to Motivation Humanistic Approach to Motivation | Lecture Notes |
| 11 | Classroom Structure and Motivation Teacher Behaviors and Motivation of Students | Lecture Notes |
| 12 | Language Acquisition Behaviorist Theories Social Cognitive Theories | Lecture Notes |
| 13 | Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition | Lecture Notes |
| 14 | Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities | Lecture Notes |
| Resources |
| Development and Learning METU publications. Educational Psychology, Roxana Moreno, John Wiley & Sons, Inc. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | ||||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |